The No Child Left Behind Act

Transcription

1 No Child Left Behind AToolkit for Teachers UPDATED 2004

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3 No Child Left Behind AToolkit for Teachers U.S. Department of Education 2004

4 U.S. Department of Education Rod Paige Secretary Office of the Deputy Secretary Eugene W. Hickok Deputy Secretary First published August 2003 Revised May 2004 This booklet is in the public domain. Authorization to reproduce it in whole or in part is granted. While permission to reprint this publication is not necessary, the citation should be: U.S. Department of Education, Office of the Deputy Secretary, No Child Left Behind: A Toolkit for Teachers, Washington, D.C., To order copies of this booklet, write to: ED Pubs, Education Publications Center, U.S. Department of Education, P.O. Box 1398, Jessup, Md ; fax your request to: (301) ; your request to: edpubs@inet.ed.gov; call in your request toll-free: ( ED-PUBS). If 877 service is not yet available in your area, call (1-800-USA-LEARN). Those who use a telecommunications device for the deaf (TDD) or a teletypewriter (TTY) should call ; or order online at: No Child Left Behind: A Toolkit for Teachers is also available at: On request, this publication is available in alternate formats, such as Braille, large print, audiotape, or computer diskette. For more information, please contact the Department s Alternate Format Center at (202) or (202) ii A Toolkit for Teachers

5 March 18, 2004 I send greetings to our country s teachers. Education is the gateway to a hopeful future for America s children. America relies on good teachers to pass on the knowledge and skills our young people need to achieve their dreams. My administration is committed to helping educators teach students to read and write, add and subtract. We also want to help our students make healthy choices and become responsible citizens. The Department of Education s Toolkit for Teachers contains information to help you take advantage of the resources of the No Child Left Behind Act of I commend America s teachers for your dedication to excellence in the classroom. By setting high standards and believing in each student, you make a real difference in their lives and in the life of our country. Laura joins me in sending our best wishes. May God bless you and your students, and may God continue to bless America. No Child Left Behind iii

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7 April 6, 2004 Dear Colleague: Recently, we celebrated the second anniversary of the passage of the historic No Child Left Behind Act. In the last two years, our nation has made tremendous progress toward our common goal of offering educational excellence to every child. Thank you, our nation s teachers, for your daily efforts to reach students in your classrooms. Great teachers are the key to unlocking the potential in every child and finally closing the staggering achievement gap. Regardless of circumstances, all children deserve an excellent education. Here at the U.S. Department of Education, we recognize that the real hard work is in the classroom. To support state and local efforts, we have updated our No Child Left Behind: A Toolkit for Teachers to include more guidance on the law and how it supports teachers and schools. We have also included valuable information on special education, English language learners, scientifically based research, using data to inform instruction, and examples of interesting initiatives to improve teaching and learning. I hope you find it helpful. In his fiscal year 2005 budget request, President Bush is seeking a record $5.1 billion in support of teachers through training, recruitment and retention incentives, loan forgiveness, tax relief, and more. No nation has ever before so wholly committed itself to the goal of educating every child. Working together from the federal level to the state, from districts to schools, and finally to each and every classroom I know we can achieve this goal. Thank you again for your dedicated service to America s children. Sincerely, Rod Paige No Child Left Behind v

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9 Contents Foreword A Letter from the President of the United States iii A Letter from the U.S. Secretary of Education v What Is No Child Left Behind? No Child Left Behind at a Glance: The Law That Ushered in a New Era Why No Child Left Behind Is Important to America What Does Highly Qualified Mean for Teachers? The Highly Qualified Teacher Provisions of No Child Left Behind How the Federal Government Helps Report Cards and Parent Notification Questions Teachers Frequently Ask About No Child Left Behind Highly Qualified Teacher Requirements Accountability Student Assessment Reading Scientifically Based Research Safe Schools Learning More About No Child Left Behind No Child Left Behind: Supporting America s Teachers Liability Protection, Loan Forgiveness and Tax Relief Reading First: A $6 Billion Investment to Improve the Reading Skills of Young Children Helping Teachers Improve Math and Science Achievement Teaching English Language Learners Teaching Students With Disabilities Data-Driven Decision Making At a Glance: Some Federal, State and Local Responsibilities Under No Child Left Behind (NCLB) Around the Nation: Examples of State, District and School Initiatives to Support Teaching and Learning Additional Resources for Teachers Internet Resources for Teachers Publications Notes No Child Left Behind vii

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13 No Child Left Behind at a Glance: The Law That Ushered in a New Era Clearly, our children are our future, and, as President Bush has expressed, Too many of our neediest children are being left behind. The No Child Left Behind Act of 2001 (NCLB) 1 is a landmark in education reform designed to improve student achievement and close achievement gaps. Passed with overwhelming bipartisan support from Congress, the law was signed by President George W. Bush on Jan. 8, Clearly, our children are our future, and, as President Bush has expressed, Too many of our neediest children are being left behind. With passage of No Child Left Behind, Congress reauthorized the Elementary and Secondary Education Act of 1965 (ESEA) the principal federal law affecting education from kindergarten through high school. In amending ESEA, the new law represents a sweeping overhaul of federal efforts to support elementary and secondary education in the United States. It is built on four common-sense pillars: accountability for results, an emphasis on doing what works based on scientific research, expanded parental options, and expanded local control and flexibility. Accountability for Results Identifies Where Improvement is Needed As part of the accountability provisions set forth in the law, No Child Left Behind has set the goal of having every child make the grade on state-defined education standards by the end of the school year. To reach that goal, every state has developed benchmarks to measure progress and make sure every child is learning. States are required to separate (or disaggregate) student achievement data, holding schools accountable for subgroups of students, so that no child falls through the cracks. A school or school district that does not meet the state s definition of adequate yearly progress (AYP) for two straight years (schoolwide or in any subgroup) is considered to be in need of improvement. No Child Left Behind does not label schools as failing. Instead, schools are identified as in need of improvement, and they are given assistance to improve by doing such things as instituting a school improvement plan or increasing professional development for teachers. The regular assessments that NCLB calls for help schools to identify subject areas and teaching methods that need improvement. For example, if student reading scores do not reach the state s benchmark for two consecutive years, the school knows it needs to improve its reading program. In the past, these schools might not have received the No Child Left Behind 1

14 attention and help they need to improve. Through No Child Left Behind, every state has made a commitment that it will no longer turn a blind eye when schools are not meeting the needs of every student in their care. Provides Schools in Need of Improvement With Help to Get Back on Track When a school is in need of improvement, school officials are required to work with parents, school staff, district leaders and outside experts to develop a plan to turn around the school. The district must ensure that the school receives needed technical assistance as it develops and implements its improvement plan. Examples of technical assistance include: Identifying problems in instruction or curriculum. Analyzing and revising the school s budget so that resources are more effectively targeted to activities most likely to help students learn. The school s improvement plan must incorporate strategies, relying on scientifically based research, that will strengthen the learning of core academic subjects, especially the subject areas that resulted in the school being deemed in need of improvement. Schools in need of improvement must spend at least 10 percent of their Title I funds to assist teachers. For example they could provide professional development that will improve subject-matter knowledge in the subjects taught. These schools are also expected to develop strategies to promote effective parental involvement in the school and to incorporate a teacher-mentoring program. No Child Left Behind provides several additional funding sources that schools can use to support teachers and help them improve their skills. See page 13 for more information on funds available. Improves Teaching and Learning by Providing Better Information to Teachers and Principals Myth: No Child Left Behind labels schools as failing, and those schools lose federal money. Reality: NCLB does not label any school as failing. In fact, states are responsible for identifying schools as in need of improvement if they do not reach the state-defined standards for two consecutive years. And far from losing federal funds, schools in need of improvement actually qualify for additional support to help them get back on track. Federal funds have steadily increased to support schools in need of improvement. These schools have increased funds targeted for professional development, and are specifically required to work with parents, school staff, district and outside experts to develop an improvement plan. States have the flexibility to create high-quality assessments, aligned with state standards for schools and focused on higher-level thinking skills. Districts and schools use these assessments to measure progress in student learning. These annual tests provide educators with information about each child s academic strengths and weaknesses. With this knowledge, teachers can craft lessons to make sure each student meets or exceeds the standards. In addition, principals can use the data to assess where the school should invest resources. For example, tests may show that the school s students are doing fine when it comes to multiplication but are struggling with fractions. That might mean that the curriculum for teaching fractions needs to be adjusted or that teachers need additional professional development in teaching fractions. 2 A Toolkit for Teachers

15 Ensures That Teacher Quality is a High Priority No Child Left Behind outlines the minimum qualifications needed by teachers: a bachelor s degree, full state certification and demonstration of subject-matter competency for each subject taught. NCLB requires that states develop plans to achieve the goal that all teachers of core academic subjects are highly qualified by the end of the school year. States must include in their plans annual, measurable objectives that each local school district and school must meet in moving toward the goal. They must also report on their progress in annual report cards. Gives More Resources to Schools States and local school districts are now receiving more federal funds than ever before for programs under No Child Left Behind: $24.3 billion, most of which will be used during the school year. This represents an increase of 39.8 percent from 2001 to 2004 for all NCLB-related programs. A large portion of these funds is for grants under Title I of NCLB, called Improving the Academic Achievement of the Disadvantaged. Title I grants are awarded to states and districts to help them improve the education of disadvantaged students, turn around low-performing schools, improve teacher quality and increase choices for parents. For fiscal year (FY) 2004, funding for Title I alone is $12.3 billion an increase of 40.8 percent since the passage of NCLB. President Bush s FY 2005 budget request would increase spending on Title I by 52.3 percent since Myth: No Child Left Behind (NCLB) is an unfunded mandate. Reality: Taking federal funds under NCLB requires that states actually set standards and enforce them, which is a reasonable expectation for taxpayers, as well as a mechanism to determine schools in need of improvement and to target additional resources to students. The standards are the state s assurance that they will do the job of educating children. More federal education funding has been provided by this administration than any previous one. Funding is at historic levels. In President Bush s FY 2005 budget, funding for K-12 education would be $38.7 billion, an increase of 39 percent since This school year alone, the United States invested more than $501 billion in education at the local, state, and federal levels. The law is fully funded, according to several expert analyses, including a study by Massachusetts State Board Chairman James Peyser and economist Robert Costrell; a study by the General Accounting Office; and an analysis by the nonprofit group Accountability Works. 2 There is no federal mandate except this: NCLB asks that children read and do math at grade level, and all students have opportunities for success. This is the goal of public education. For more information, visit pressreleases/2003/10/ html. No Child Left Behind 3

16 Scientifically Based Research Focuses on What Works No Child Left Behind puts a special emphasis on implementing education programs and practices that have been clearly demonstrated to be effective through rigorous scientific research. Federal funding is targeted to support such programs. For example, the Reading First program makes federal funds available to states to help reading teachers in the early grades strengthen existing skills and gain new ones in effective, scientifically based instructional techniques. To increase awareness and assess the quality of specific studies of the effectiveness of education interventions, the U.S. Department of Education created the What Works Clearinghouse. For more information, visit Supports Learning in the Early Years, Thereby Preventing Many Learning Difficulties That May Arise Later Children who enter school with language skills and pre-reading skills are more likely to learn to read well in the early grades and succeed in later years. In fact, research shows that good instruction in the early childhood years can prevent many types of adolescent and adult reading problems. 3 No Child Left Behind targets resources for early childhood education through Early Reading First, so that all youngsters get the right start. Expanded Parental Options Provides More Information for Parents About Their Child s Progress Under No Child Left Behind, by the school year each state must measure every public school student s progress in reading and math in each of grades 3 through 8 and at least once during grades 10 through 12. By school year , assessments in science for grade spans 3 5, 6 8, and must be under way. These assessments must be aligned with state academic content and achievement standards. They will provide parents with objective data about their child s academic strengths and weaknesses. They will also provide the public with general information about the progress of their area schools. Alerts Parents to Important Information on the Performance of Their Child s School No Child Left Behind requires states and school districts to give parents detailed report cards on schools and districts, telling them which ones are succeeding and why. Included in the report cards are student achievement data broken out by race, ethnicity, gender, English language proficiency, migrant status, disability status and low-income status, as well as information about the professional qualifications of teachers. With these provisions, NCLB ensures that parents have important, timely information about the schools their children attend. Gives New Options to Parents Whose Children Attend Schools in Need of Improvement In the first year that a school is considered to be in need of improvement, parents receive 4 A Toolkit for Teachers

17 the option to transfer their child to a higher-performing public school, including a charter school, in the district. Transportation must also be provided to the new school, subject to certain cost limitations. In the second year that a school is considered to be in need of improvement, the school must continue offering public school choice, and the school must also offer supplemental services (e.g., free tutoring) to low-income students. For more information, visit the U.S. Department of Education s Web site at: Expanded Flexibility and Local Control Allows For More Flexible Spending In exchange for strong accountability, No Child Left Behind gives states and districts more flexibility in the use of their federal education funding. For instance, NCLB makes it possible for districts to transfer up to 50 percent of federal formula-grant funds they receive under different parts of the law (Title II Improving Teacher Quality and Educational Technology, Title IV Safe and Drug-Free School Grants, Title V Innovative Programs) to any one of these programs or to the Title I program (Improving the Academic Achievement of the Disadvantaged). This allows districts the opportunity to target resources as they see fit, without any additional approval. As a result, principals and administrators spend less time filling out forms and dealing with federal red tape and devote more time to students needs. Districts have more freedom to implement innovations and allocate resources, thereby giving local people a greater opportunity to affect decisions regarding school programs. The flexibility and transferability provisions for states and districts are described in greater detail on the U.S. Department of Education s Web site at freedom/local/flexibility/index.html. Encourages Teacher Development No Child Left Behind gives states and districts the flexibility to find innovative ways to recruit and retain highly qualified teachers, including alternative routes to certification, merit pay plans for master teachers and incentive pay for those who teach in highneed schools and subject areas like math and science. Myth: No Child Left Behind is a one size fits all approach to schools and does not account for the uniqueness of each state, district and school. Reality: NCLB provides an unprecedented amount of flexibility for states to tailor their standards, assessments, and definitions of proficiency, highly qualified teacher, and adequate yearly progress according to their own unique needs and challenges. It also gives states and districts flexibility in how they use their funds, encouraging them to focus on student achievement and what works to improve teaching and learning. If there is anything one size fits all about NCLB, it is that the law demands that all children have the opportunity for a high-quality education, with high standards and high-quality teachers. For more information on the flexibility in the law, go to news/pressreleases/2004/01/ html. The Improving Teacher Quality State Grants program (Title II of No Child Left Behind) gives states and districts flexibility to determine, based on a district needs assessment, how to spend professional development dollars. Districts must consult with teachers and school leaders as they determine the appropriate use of funds. These funds should provide teachers with professional development that is relevant, useful and focused on raising student achievement. Since 2001, Title II funds have increased 39 percent, totaling $822 million. Contact your state department of education or district to find out how these funds are used to support teaching and learning. No Child Left Behind 5

18 Why No Child Left Behind Is Important to America Despite decades of hard work and dedication to education in our nation, achievement gaps remain stubbornly wide. Since 1965, when the Elementary and Secondary Education Act (ESEA) was enacted in Congress, the federal government has spent more than $267.4 billion to assist states in educating disadvantaged children. Yet, according to the most recent National Assessment of Educational Progress (NAEP) on reading in 2002, only 31 percent of fourth-graders can read at a proficient (passing) or advanced level. Achievement among the highest-performing students remained stable, and America s lowest performers have improved only slightly. A wide achievement gap remains between poor and more economically advantaged students, as well as between white and minority students. 4 The good news is that many schools in cities and towns across the country have improved academic achievement for children with a history of low performance. Teachers and administrators are working together in schools to target areas of weakness, improve skills and spend money more wisely, producing better results for all children. Federal Spending on K-12 Education Under the Elementary and Secondary Education Act (ESEA) and National Assessment of Educational Progress (NAEP) Reading Scores (Age 9) NAEP Reading Scores (Age 9) and ESEA Funding (in 2004 dollars) 30 Funding (in billions of dollarrs) ESEA Funding (constant dollars) Reading Score NAEP Scale Score Source: U.S. Department of Education Budget Service and NAEP 1999 Trends in Academic Progress. 5 Notes: Appropriations do not include funding for special education. Reading scores are the average scores for 9-year-olds, according to the National Assessment of Educational Progress (NAEP). A score of 200 implies an ability to understand, combine ideas, and make inferences based on short, uncomplicated passages about specific or sequentially related information. While spending increased in the 1980s and 1990s, achievement remained flat. Clearly, resources and effort are not lacking as educators around the nation work to improve student achievement. The reauthorized Elementary and Secondary Education Act, called No Child Left Behind, calls for states, districts and schools to be accountable for dollars spent on education. NCLB creates a culture of accountability, requiring schools to reassess what they are doing to raise achievement of all students and support teaching and learning. 6 A Toolkit for Teachers

19 What Does Highly Qualified Mean for Teachers?

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21 The Highly Qualified Teacher Provisions of No Child Left Behind There is much confusion about exactly what No Child Left Behind s (NCLB) highly qualified teacher provisions include and what they mean for individual teachers. In addition to the following brief overview, refer to the section entitled Questions Teachers Frequently Ask About No Child Left Behind for more detailed information. Why No Child Left Behind Includes Provisions on Teacher Qualifications Recent studies offer compelling evidence that teachers are one of the most critical factors in how well students achieve. For instance, studies in both Tennessee and Texas found that students who had effective teachers greatly outperformed those who had ineffective teachers. In the Tennessee study, students with highly effective teachers for three years in a row scored 50 percentage points higher on a test of math skills than those whose teachers were ineffective. 6 Thus, No Child Left Behind includes provisions stating that all teachers in core academic areas must be highly qualified in the core academic subjects they teach by the end of the school year. It also requires that newly hired teachers in Title I programs or schools be highly qualified immediately. A more flexible timeline is allowed for teachers in eligible small, rural schools, who often teach multiple subjects. See page 25 for more information. Myth: No Child Left Behind requires all teachers to earn a bachelor s degree in every subject they teach, as well as certification in every subject. All teachers hired after the first day of the school year in Title I schoolwide programs must be highly qualified. However, in Title I targeted-assistance schools, only those teachers paid with Title I funds need to be highly qualified immediately. Check with your district to determine your school designation. Reality: The law requires teachers to have a bachelor s degree and full state certification and to demonstrate content knowledge in the subjects they teach. NCLB requires neither separate degrees nor separate certifications for every subject taught. In fact, under NCLB states decide what is necessary for certification and for determining subject-matter competency. Highly qualified is a specific term defined by No Child Left Behind. The law outlines a list of minimum requirements related to content knowledge and teaching skills that a highly qualified teacher would meet. The law, however, also recognizes the importance of state and local control of education and therefore provides the opportunity for each state to develop a definition of highly qualified that is consistent with NCLB as well as with the unique needs of the state. No Child Left Behind 9

22 Teachers Who Teach Core Academic Subjects Must Meet the Definition of Highly Qualified for the Subjects They Teach The law requires public school elementary and secondary teachers to meet their state s definition of highly qualified teacher for each core academic subject they teach. According to No Child Left Behind, these subjects are English, reading or language arts, math, science, history, civics and government, geography, economics, the arts and foreign language. Special education teachers and teachers of English language learners must be highly qualified if they teach core academic subjects to their students. How States Determine Their Highly Qualified Teacher Provisions In general, under No Child Left Behind a highly qualified teacher must have: A bachelor s degree. Full state certification, as defined by the state. Demonstrated competency, as defined by the state, in each core academic subject he or she teaches. The first requirement is straightforward. For the second, the state has freedom to define certification according to its needs. The state can use this opportunity to strengthen and streamline its certification requirements. It can also create alternate routes to certification. Regarding the third requirement, states have significant flexibility to design ways to allow teachers to demonstrate competency in the subjects they teach, especially for teachers with experience. The law also requires that states consider the differences between elementary and secondary teachers, as well as differences between newly hired and experienced teachers. New Elementary School Teachers Why No Child Left Behind Focuses on the Importance of Teachers Knowing the Subjects They Teach Students, parents and educators intuitively believe that a teacher s knowledge of subject matter is critical if students are going to achieve to high standards. As Sandra Feldman, president of the American Federation of Teachers, says, You can t teach what you don t know well. 7 In addition, research shows that teachers who know the subject matter that they teach are more effective in the classroom. 8 Having teachers who know well the content they are teaching is good practice because it leads to improved student learning. Elementary school teachers who are new to the profession must demonstrate competency by passing a rigorous state test on subject knowledge and teaching skills in reading and language arts, writing, math and other areas of the basic elementary school curriculum. 10 A Toolkit for Teachers

23 New Middle and High School Teachers At the middle and high school levels, new teachers must demonstrate competency either by passing a rigorous state test in each subject they teach or by completing an academic major or coursework equivalent to an academic major, an advanced degree or advanced certification or credentials. Experienced Elementary, Middle School and High School Teachers Teachers with experience must either meet the requirements for new teachers or demonstrate competency based on a system designed by each state. No Child Left Behind recognizes that many teachers who have experience may already have the qualifications necessary to be considered highly qualified. Therefore, the law allows states to create a high, objective, uniform state standard of evaluation (HOUSSE). This standard is defined by each state in line with six basic criteria established in NCLB. HOUSSE allows states to evaluate teachers subject matter knowledge by recognizing, among other things, their teaching experience, professional development and knowledge in the subject garnered over time in the profession. The law requires that such standards Are set by the state for grade-appropriate academic subject-matter knowledge and teaching skills. Are aligned with challenging state academic content standards and student achievement standards and developed in consultation with core content specialists, teachers, principals and school administrators. Provide objective, coherent information about the teacher s attainment of core content knowledge in the academic subjects in which a teacher teaches. Are applied uniformly to all teachers in the same academic subject and the same grade level throughout the state. Take into consideration, but are not based primarily on, the time a teacher has been teaching the academic subject. Are made available to the public upon request. This evaluation may involve multiple, objective measures of teacher competency. Important: Most states have developed their high, objective, uniform state standard of evaluation (HOUSSE) standards for experienced teachers. Many are using point systems that allow teachers to count a combination of years of successful classroom experience, participation in high-quality professional development that evaluates what the teacher has learned, service on curriculum-development teams and other important activities related to the development of content-area expertise. As states begin implementing these standards, many experienced teachers will find that they already meet the competency requirements for the subjects they teach. Others may need to take only minimal steps to meet the requirements. Teachers should contact their state department of education to learn about the status of their state s HOUSSE provision for experienced teachers. No Child Left Behind 11

24 Teacher Testing Under No Child Left Behind, it is not mandatory for all teachers to take a test to determine that they meet their state s highly qualified teacher requirements in the subjects they teach. Testing is required only for new elementary teachers. States have the flexibility to create and make determinations regarding subject-matter tests for teachers, and NCLB allows new and experienced secondary teachers to demonstrate competency through a major or its equivalent in the subject, or through an advanced degree or certification. As each state defines its own grade-level content standards, it should choose appropriate assessments for new teachers and provide opportunities for experienced teachers to demonstrate subject-matter knowledge through a test or other means. How the Federal Government Helps Information and Assistance Teacher Assistance Corps At the direction of Secretary Rod Paige, the U.S. Department of Education formed the Teacher Assistance Corps (TAC), to assist states in implementing the highly qualified teacher requirements in the law. Consisting of practitioners, state and district officials, researchers, higher education leaders and others, TAC teams have provided assistance in understanding the law, shared innovative practices from other states and listened to states as they shared implementation challenges. Many states invited principals, superintendents and teachers to these meetings, allowing them a chance to ask questions and voice concerns. The TAC initiative will provide further assistance, as needed, while states are in the process of all phases of implementation. Teacher-Quality Web Site The U.S. Department of Education sponsors the Web site quality.us. It includes links to information on many interesting state and district initiatives around the nation focused on improving teaching and learning, along with other information specifically designed for classroom teachers. Teacher-to-Teacher Summer Workshops The U.S. Department of Education has brought together some of the nation's most effective teachers and education experts to share with their colleagues research-based practices and effective methods of using data to inform instruction that have been successfully applied in the classroom. 12 A Toolkit for Teachers

25 Research-to-Practice Summit The U.S. Department of Education will sponsor a Research-to-Practice Summit, where the latest findings of effective teaching and learning will be presented. Teacher practitioners will share how they have applied those findings in everyday teaching and how they have equipped their students to reach unprecedented levels of success. Teachers may sign up to receive electronic updates from the Department. These short e-bytes address some of the hot topics from our teacher outreach and provide links to resources to aid teachers in learning about the latest policy, research and professional issues affecting the classroom. Sign up at Funding for Teacher Quality No Child Left Behind provides funds to states and districts to conduct a wide variety of activities aimed at supporting teachers. It is important to note that districts can transfer up to 50 percent of federal formula grant funds they receive under different parts of the law (Title II Improving Teacher Quality and Educational Technology, Title IV Safe and Drug-Free School Grants, Title V Innovative Programs) to any one of these programs or to their Title I program (Improving the Academic Achievement of the Disadvantaged). This allows districts the opportunity to target resources as they see fit, including moving funds into Title II to provide even more support for teachers. This can be accomplished without separate requests and approval. Improving the Academic Achievement of the Disadvantaged (Title I) Each district that receives Title I funds must spend at least 5 percent of its Title I allocation on professional development activities to assist teachers. In fiscal year (FY) 2004, Title I funding included about $605.2 million targeted to professional development alone. With a record request of $13.3 billion for the program in FY 2005, the amount targeted to professional development would be at least $653.7 million. Improving Teacher-Quality State Grants (Title II) No Child Left Behind makes funds available specifically to help all states support teachers and improve teaching and learning. Funding for FY 2004 was $2.93 billion; total funding from FY amounts to more than $8.7 billion. States have already submitted applications to the Department describing their annual goals for increasing the percentage of highly qualified teachers. States have also described how they will use funds to meet the teacher and paraprofessional requirements of the law and how they will hold districts accountable for their progress in helping all teachers reach the highly qualified standard for the subjects they teach. Educational Technology State Grants Program (Title II) Each district receiving Educational Technology State Grants funds must spend at least 25 percent (a total of $173 million in FY 2004) on high-quality professional development in the integration of District Needs Assessment To receive Title II funds, each district must conduct a needs assessment, outlining activities that must be implemented to give teachers the content knowledge and teaching skills they need, and to give principals the instructional leadership skills they need to help teachers. No Child Left Behind requires that teachers participate in the needs assessment process. Teachers should contact their state or district about getting involved in this process, if they have not already been invited to participate. No Child Left Behind 13

26 technology into curricula and instruction, unless a district can demonstrate that it already provides such training. English Language Acquisition State Grants Program (Title III) In FY 2004, $548 million is available to states for English Language Acquisition State Grants under Title III of NCLB. States may use up to 5 percent of these funds for professional development and other uses to support teachers. In addition, more than $68 million dollars is available specifically for professional development projects to assist districts and schools in improving the teaching of English language learners. Of this amount, $39 million is available for project-grants under the NCLB Title III English Language Acquisition State Grants program. These competitive grants are awarded for up to five years to colleges and universities to provide professional development to improve instruction for English language learners. The remaining $29 million is available to continue professional development projects that were awarded under the 1997 version of the Elementary and Secondary Education Act, before it was reauthorized as NCLB. Other Programs to Improve Teaching and Learning The federal government supports several other grant programs for teachers, such as Teaching American History; Math and Science Partnerships; Troops for Teachers; Transition to Teaching; Teach for America; and the American Board for the Certification of Teacher Excellence, among others. The U.S. Department of Education also funds programs to support school leadership, as well as the teaching of students with disabilities, English language learners, and Native American and migrant children. For more information on grants to improve teacher quality, recruitment and retention, visit tchrqual/learn/tpr. 14 A Toolkit for Teachers

27 Report Cards and Parent Notification Under No Child Left Behind, states and districts must provide the public with information about schools and teachers. Among the required reports are annual state and district report cards and notifications under the Parents Right to Know provisions in the law. These reports will begin with data from the school year. Report Cards Annual state report cards must include: State assessment results by performance level (basic, proficient, advanced), broken out into groups of students by: race, ethnicity, disability status, English language learners, low-income status, gender, and migrant status. Accountability information comparing achievement goals and actual performance. Percentage of each group of students not tested. An additional indicator of student performance, selected by the state, for elementary and middle school academic achievement. Graduation rates for secondary school students. District and school progress in making Adequate Yearly Progress goals. Teacher information: Professional qualifications of teachers in the state (degrees, certification). Percentage of teachers teaching under emergency or provisional credentials. Percentage of classes statewide taught by teachers not meeting the highly qualified teacher requirements, in total and broken out by high-poverty and low-poverty schools. (Note: State report cards may include other information for parents.) Annual district report cards must report the same information as the state reports, broken down by district level and school level. States and districts must present this information, to the extent that is feasible, in a language that parents can understand, and make it available to the public. For more information on state and district report cards, see the U.S. Department of Education guidance at No Child Left Behind 15

28 Parents Right to Know The Parents Right to Know provision requires that two types of communication be provided to parents of students in Title I schools. Parent notification by district: A district receiving Title I funds must send a notification to parents, informing them of their right to request information on the qualifications of their child s teacher. The information that the district must provide (if requested) includes the following: Whether or not the teacher has met the certification requirements of the state. Whether or not the teacher is teaching under an emergency or other provisional status. The bachelor s degree major of the teacher and any other graduate certification or degree held by the teacher in the field or discipline of his or her certificate or degree. Whether or not the child receives service from a paraprofessional and, if so, his or her qualifications. Parent notification by school: Additionally, schools receiving federal Title I funds must send parents certain information in a timely manner, in a language that is understandable, to the extent that is feasible. Title I schools must provide the following: Information on the child s level of achievement on state assessments. Timely notice that the child has been assigned to or been taught by a teacher who does not meet the highly qualified teacher requirements for four or more consecutive weeks. Parent notifications are meant to encourage parent involvement and improve communication between the family and the school. Districts and schools have a great deal of flexibility in designing these notices. NCLB describes the minimum amount of information to be provided. Districts and schools can provide additional information to ensure that parents more fully understand the notification. Contact your principal to determine whether your school receives Title I funds and whether these parent notification requirements apply to your school. 16 A Toolkit for Teachers

29 Questions Teachers Frequently Ask About No Child Left Behind

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31 Questions Teachers Frequently Ask About No Child Left Behind NCLB is based on the principles of increased flexibility and local control, stronger accountability for results, expanded options for parents and an emphasis on effective teaching methods scientifically proven to increase student academic achievement. The No Child Left Behind Act of 2001 (NCLB) amends the Elementary and Secondary Education Act of 1965 (ESEA) by making significant changes in the major federal programs that support schools efforts to educate all children. NCLB is based on the principles of increased flexibility and local control, stronger accountability for results, expanded options for parents and an emphasis on effective teaching methods scientifically proven to increase student academic achievement. The following are commonly asked questions about No Child Left Behind, specifically as the law applies to teachers. This information will help teachers understand the content and intent of this landmark legislation and how it affects them as they serve in our nation s classrooms. Of course, as states, districts and schools implement these changes, new questions will arise and new issues will surface. Teachers should also pursue answers from their district and state department of education as the majority of these questions arise from state and district implementation of the law. Highly Qualified Teacher Requirements Why is teacher quality such an important issue? A major objective of No Child Left Behind is to ensure that all students, regardless of race, ethnicity or income, have the best teachers possible. A well-prepared teacher is vitally important to a child s education. In fact, research demonstrates the clear correlation between student academic achievement and teacher quality. 9 Studies also show that many classrooms and schools, particularly those with economically disadvantaged students, have disproportionately more teachers who teach out-of-field or are not fully qualified in the subjects they teach. 10 What does full state certification mean? Full state certification is determined by the state in accordance with state policy. No Child Left Behind allows states to set their own certification requirements. NCLB encourages states to have high standards and to use this opportunity to strengthen and streamline their certification requirements to make sure that talented individuals are not discouraged from becoming teachers, or continuing to teach. No Child Left Behind 19

32 Which subjects are considered the core academic subjects? No Child Left Behind defines core academic subjects to include English, reading or language arts, math, science, foreign languages, civics and government, economics, arts, history and geography. What are the deadlines for meeting the highly qualified teacher requirements? Beginning with the school year, teachers of core academic subjects who are newly hired to teach in Title I programs must meet all requirements. By the end of the school year, all teachers of core academic subjects must meet the requirements in every state that receives Title I funds. However, teachers who teach multiple subjects in eligible small, rural schools must meet the highly qualified teacher requirements in one subject, but have additional time to meet the requirements in other subjects. (See page 25 for more information on flexibility for eligible small, rural school teachers.) How do I become highly qualified if I am a new teacher? What are the basic requirements in the federal law for highly qualified teachers? The law requires that teachers of core academic subjects meet three basic requirements: Those who are considering teaching core academic subjects must meet their state s definition of highly qualified teacher, which includes demonstrating knowledge in their subject area. For this reason, the law requires that new teachers hold a bachelor s degree, have full state certification and demonstrate subject-matter competency. The teacher can do this by passing a rigorous subject test in each of the academic subjects he or she teaches. A middle or high school teacher may demonstrate subject-matter competency by having successfully completed, in each of the core academic subjects he or she teaches, an academic major, a graduate degree, coursework equivalent to an undergraduate academic major, or advanced certification or credentialing. New elementary school teachers must demonstrate the required competency by passing a state-approved test. How do I become highly qualified if I am an experienced teacher? Many experienced teachers have already met the highly qualified teacher requirements. Experienced teachers must meet the three basic requirements by the end of the school year. They must have a bachelor s degree and full state certification (no emergency certificates). For the third requirement, there are multiple ways for experienced teachers to demonstrate that they have sufficient content knowledge. Teachers may opt for taking a subject-matter test (as determined by the state) or demonstrate competency through the state-developed high, objective, uniform state standard of evaluation (HOUSSE). In addition, middle and high school teachers may demonstrate competency through a major (or its equivalent) or through advanced certification or credentials in the subject they teach. Teachers should contact the state department of education for more information about meeting the highly qualified teacher definition in the subjects they teach. Hold a bachelor s degree. Obtain full state certification, which can be alternative certification. Demonstrate subject-matter competency in the core academic subjects taught. 20 A Toolkit for Teachers

33 What is the high, objective, uniform state standard of evaluation (HOUSSE)? HOUSSE is a system by which the state can determine that an experienced teacher meets the subject-matter competency requirements in the law. Under No Child Left Behind, the criteria for such a system Are set by the state for grade-appropriate academic subjectmatter knowledge and teaching skills. Are aligned with challenging state academic content standards and student achievement standards and developed in consultation with core content specialists, teachers, principals and school administrators. Provide objective, coherent information about the teacher s attainment of core content knowledge in the academic subjects in which a teacher teaches. Are applied uniformly to all teachers in the same academic subject and the same grade level throughout the state. Take into consideration, but are not based primarily on, the time a teacher has been teaching the academic subject. Are made available to the public upon request. The law clearly recognizes that teachers who have been in the classroom have a variety of experiences and training that may demonstrate their competency in the subjects they teach. Therefore, the HOUSSE system may involve multiple, objective measures of teacher competency. Teachers should contact their state department of education regarding specific HOUSSE procedures. For teachers who teach multiple subjects, states may develop one streamlined HOUSSE procedure for determining subject-matter competency in multiple subjects, such as in discipline families. Do highly qualified teacher requirements apply to special education teachers? Yes. If a teacher teaches any core academic subject, No Child Left Behind requires that he or she be highly qualified. However, special educators do not have to meet the highly qualified teacher requirements if they do not directly instruct students in a core academic subject. Congress is considering the requirements for highly qualified special education teachers as part of the Individuals with Disabilities Education Act (IDEA) reauthorization, with completion expected this year. No Child Left Behind 21